Innovative Teaching and Learning

Abstract

The Fourth Industrial Revolution (4IR) has brought about significant changes in higher education. Institutions are now required to adapt their teaching methods in order to meet the changing needs of the workforce. This study aimed to explore how educators perceive the impact of 4IR on higher education, the innovative teaching and learning strategies they have implemented, and the challenges they face in doing so. Semi-structured interviews were conducted with 12 educators from various disciplines at a South African university. The study revealed that educators have a comprehensive understanding of innovative teaching and learning within the 4IR framework. They recognize the importance of integrating technological advancements, such as artificial intelligence, automation, and data analytics, into their teaching methods. The study identified several innovative strategies that educators have adopted, including project-based learning, flipped classroom models, simulations, virtual reality, and interdisciplinary collaborations. These strategies prioritise hands-on learning, real-world applications, technology integration, and cross-functional experiences. They also foster essential skills such as critical thinking, problem-solving, creativity, and adaptability. However, the study also highlighted challenges faced by educators, including the need for continuous upskilling, finding a balance between theory and practice, overcoming resistance to change within institutions, and ensuring all students have equal access to technology. The findings highlight the importance of aligning higher education curriculum and pedagogical approaches with the demands of the 4IR. By embracing innovative teaching methods that leverage technology and promote essential skills, higher education institutions can effectively address the challenges and opportunities of the 4IR.